13.1 - What is bias? How can you recognize examples of bias? List.
13.2 - Who was Anastasia Romanoff? What is the controversy around her?
13.3 - Finding bias in history
You will now investigate the controversy with the Princess Anastassia. Watch the following video clip, and answering the Frame, Focus, and Follow Up questions
Frame: what do you know about the Russian Princess Anastasia? Write what you know in your notebook. Focus: While watching the video clip below, look for details about Anastasia and what happens to her in particular. Follow up: Write the details you found about Anastasia, and share with a partner.
13.4 - Online Lesson - The Mystery of Anastasia The Mystery of Anastasia
Begin the lesson.
As you read through this lesson, look for bias, motive, immediacy, accuracy, and reliability
Two products from this lesson: 13.5: Record the scores from your online quiz onto your virtual notebook. Then beneath this attach the word document with your notes on Anna Anderson: Anastasia or an imposter?
13.6: Open Response - Your Opinion on whether Anna Anderson was the real Anastasia or an imposter. Make sure to include bias, motive, immediacy, accuracy, and reliability and how they apply to this topic.
13.7 - Bias in the law
All humans have a bias, and it is difficult to recognize and try to overcome. This especially becomes a problem when an eye witness tries to remember a detail from a crime, and they have trouble remembering and are influenced by the potential bias of the police and the court.
14.6 -Genocide Convention
Read the following text:
The International Convention of the Prevention and Punishment of the Crime of Genocide on December 9, 1948 set the United Nations definition of genocide (General Assembly Resolution 260A (III) Article 2).
In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:
(a) Killing members of the group; (b) Causing serious bodily or mental harm to members of the group; (c) Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; (d) Imposing measures intended to prevent births within the group; (e) Forcibly transferring children of the group to another group
Answer these questions:
1). How many people must be killed in order for it to count as a genocide?
2). What is "serious mental harm?" Give examples.
3). Define "conditions of life calculated to bring about its physical destruction."
4). What problems arise from the language of how these statements are worded?
Day 15 - Wednesday July 18th
15.1 - What are some ways we can stop racism and discrimination in the world?
15.2 - Case Studies
You will now read and research more information on the five famous cases of genocide. Organize your notes on this graphic organizer:
15.9 - Prezi on Genocide
Using the information you gathered and comments from the Wallwisher, create a presentaion using Prezi defining genocide, listing examples from the past, and thinking of ways to prevent genocide in the future.
Day 16 - Thursday July 19th
16.1 - Reflect
Reflect on what you learned about genocide. What did you think about the experiences of the people you read about? How can we stop this from happening again?
16.2 - What are your rights
You've learned about the rights all American citizens are guaranteed under the Constitution. What about people in other parts of the world? Should all people be granted certain rights? List the rights that you think all people in the world should be guaranteed by their governments.
16.3 - Human Rights
You will watch the video below. Answer these questions during and after the video:
Frame - what are human rights? what is the United Nations? Focus - while watching the video, list the rights that are listed. why do you think they focus on those rights? Follow Up - what is your reaction to this video? what is the message the creator is trying to get across? what questions do you have about the video's contents? http://vimeo.com/1823335
16.5 - Ranking
There are 30 rights listed in the UDHR. Pick five of them, and rank them in order of importance. Then explain why you picked each one and explain the order you ranked them in.
16.6 - Wordle
You have used these word clouds in the past to preview a reading, but you can also use them after you have finished reading it. Create a Wordle on the Universal Declaration of Human Rights (the document you marked up). Use the snipping tool to post your picture
16.7 - Using wordle after reading
What words stand out? What are the important words to remember from this document? How is it different using wordle after reading as opposed to before reading a document? Which do you like better and why?
16.8 - Research on UDHR
You will now research to find the answers to the following questions about the Universal Declaration of Human Rights:
Who was involved in its creation?
What purpose was the document created for?
When was it created?
Where/under which organization was it created?
Why was it created? What was the historical context?
How does it apply to today? How can you see it applying to today?
1)What are the human rights issues of concern for the organization?(consult the UDHR and UN Millennium Goals)
2)What is the goal of the organization/website?
3)How does the organization advocate for change?
17.2 - Updated past week checklists
Go back through your Week 1, 2, and 3 checklists. In a different color, add in any additional work you have done since you first filled out the checklist.
17.3 - Reflect
What are the UDHR? WHy should every country follow them?
IN YOUR OWN WORDS, write 1-2 complete sentences explaining what the eight Millennium Development goals are.
17.5 - Research
You will now research to find the answers to the following questions about the Millennium Development goals:
Who was involved in its creation?
What purpose was the document created for?
When was it created?
Where/under which organization was it created?
Why was it created? What was the historical context?
How does it apply to today? How can you see it applying to today?
17.6 - Compare/Contrast
Compare and contrast the Universal Declaration of Human Rights and the Millennium Development goals. Think about who created the two documents, when they were created, why, and what each includes.
List at least 7 things that young people can do today to achieve the Millennium Development Goals.
17.10 - In the News
Find a current news article that either proves that the world IS making progress towards the MD goals or IS NOT making progress towards the MD goals. Put a link to the article in your wiki. Then, write a brief (3-5 sentences) summary of the article underneath the link.
Table of Contents
Day 13 - Monday July 16th
13.1 - What is bias? How can you recognize examples of bias? List.
13.2 - Who was Anastasia Romanoff? What is the controversy around her?
13.3 - Finding bias in history
You will now investigate the controversy with the Princess Anastassia. Watch the following video clip, and answering the Frame, Focus, and Follow Up questions
Frame: what do you know about the Russian Princess Anastasia? Write what you know in your notebook.
Focus: While watching the video clip below, look for details about Anastasia and what happens to her in particular.
Follow up: Write the details you found about Anastasia, and share with a partner.
13.4 - Online Lesson - The Mystery of Anastasia
The Mystery of Anastasia
Begin the lesson.
As you read through this lesson, look for bias, motive, immediacy, accuracy, and reliability
Two products from this lesson:
13.5: Record the scores from your online quiz onto your virtual notebook. Then beneath this attach the word document with your notes on Anna Anderson: Anastasia or an imposter?
13.6: Open Response - Your Opinion on whether Anna Anderson was the real Anastasia or an imposter. Make sure to include bias, motive, immediacy, accuracy, and reliability and how they apply to this topic.
13.7 - Bias in the law
All humans have a bias, and it is difficult to recognize and try to overcome. This especially becomes a problem when an eye witness tries to remember a detail from a crime, and they have trouble remembering and are influenced by the potential bias of the police and the court.
You are now going to be take the Eyewitness Test:
The Eyewitness Test
Were you right??
13.8 - Read and mark up the following article:
Why Science tells us not to rely on eyewitness accounts
January 2010
13.9 - The Innocence Project
Watch the following video:
The Innocence Project
13.9 - Thoughts on the Article
Post one comment and one response to someone else's comment in the Wallwisher below:
Eyewitness Bias
Day 14 - Tuesday July 17th
14.1 - Finish up work from yesterday
14.2 - Define genocide. Give an example.
14.3 - Genocide anticipation guide
14.4 - 8 Stages of Genocide
Read and mark up the following article:
14.5 - Create a timeline
Create a timeline of the major genocides from the 20th century. Use this picture:
You will use one of the following timeline programs to create your timeline:
TimeRime
TimeToast
14.6 -Genocide Convention
Read the following text:
The International Convention of the Prevention and Punishment of the Crime of Genocide on December 9, 1948 set the United Nations definition of genocide (General Assembly Resolution 260A (III) Article 2).
In the present Convention, genocide means any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:
(a) Killing members of the group;
(b) Causing serious bodily or mental harm to members of the group;
(c) Deliberately inflicting on the group conditions of life calculated to bring
about its physical destruction in whole or in part;
(d) Imposing measures intended to prevent births within the group;
(e) Forcibly transferring children of the group to another group
Answer these questions:
1). How many people must be killed in order for it to count as a genocide?
2). What is "serious mental harm?" Give examples.
3). Define "conditions of life calculated to bring about its physical destruction."
4). What problems arise from the language of how these statements are worded?
Day 15 - Wednesday July 18th
15.1 - What are some ways we can stop racism and discrimination in the world?
15.2 - Case Studies
You will now read and research more information on the five famous cases of genocide. Organize your notes on this graphic organizer:
15.3 - Case 1 - Armenia
Armenian articles
Armenian National Institute
Armenian Genocide
The Forgotten
15.4 - Case 2 - The Holocaust
Yale site on the Holocaust
15.5 - Case 3 - Cambodia
Yale site on Cambodia
Cambodian Genocide
Chronicle of Survival
15.6 - Case 4 - Bosnia
Yale Site on Bosnia
Bosnia Genocide
HistoryPlace - Bosnia
15.7 - Case 5 - Rwanda
The Triumph of Evil - PBS site on Rwanda
The US and Rwanda
HistoryPlace - Rwanda
15.8 - What can you do?
What can we do to prevent genocide from happening in the future? Post your thoughts on the Wallwisher below:
Prevent Genocide?
15.9 - Prezi on Genocide
Using the information you gathered and comments from the Wallwisher, create a presentaion using Prezi defining genocide, listing examples from the past, and thinking of ways to prevent genocide in the future.
Day 16 - Thursday July 19th
16.1 - Reflect
Reflect on what you learned about genocide. What did you think about the experiences of the people you read about? How can we stop this from happening again?
16.2 - What are your rights
You've learned about the rights all American citizens are guaranteed under the Constitution. What about people in other parts of the world? Should all people be granted certain rights? List the rights that you think all people in the world should be guaranteed by their governments.
16.3 - Human Rights
You will watch the video below. Answer these questions during and after the video:
Frame - what are human rights? what is the United Nations?
Focus - while watching the video, list the rights that are listed. why do you think they focus on those rights?
Follow Up - what is your reaction to this video? what is the message the creator is trying to get across? what questions do you have about the video's contents?
http://vimeo.com/1823335
http://www.youtube.com/watch?v=hTlrSYbCbHE
16.4 - The Universal Declaration of Humans Rights
Read and mark up the following document:
16.5 - Ranking
There are 30 rights listed in the UDHR. Pick five of them, and rank them in order of importance. Then explain why you picked each one and explain the order you ranked them in.
16.6 - Wordle
You have used these word clouds in the past to preview a reading, but you can also use them after you have finished reading it. Create a Wordle on the Universal Declaration of Human Rights (the document you marked up). Use the snipping tool to post your picture
16.7 - Using wordle after reading
What words stand out? What are the important words to remember from this document? How is it different using wordle after reading as opposed to before reading a document? Which do you like better and why?
16.8 - Research on UDHR
You will now research to find the answers to the following questions about the Universal Declaration of Human Rights:
Start with this website:
UDHR
Make sure to add the link of any other websites you use. Do they pass the reliable test?
16.9- Human Trafficking
Watch the following video:
Answer the following on your page:
16.10 - Website explore
Explore this website:
http://www.humantrafficking.org/
Then answer the following:
1)What are the human rights issues of concern for the organization?(consult the UDHR and UN Millennium Goals)
2)What is the goal of the organization/website?
3)How does the organization advocate for change?
Day 17 - Friday July 20th
17.1 - Week 4 Checklist
17.2 - Updated past week checklists
Go back through your Week 1, 2, and 3 checklists. In a different color, add in any additional work you have done since you first filled out the checklist.
17.3 - Reflect
What are the UDHR? WHy should every country follow them?
17.4 - Millennium Development Goals
Go to the following website:
Millennium Development Goals
IN YOUR OWN WORDS, write 1-2 complete sentences explaining what the eight Millennium Development goals are.
17.5 - Research
You will now research to find the answers to the following questions about the Millennium Development goals:
17.6 - Compare/Contrast
Compare and contrast the Universal Declaration of Human Rights and the Millennium Development goals. Think about who created the two documents, when they were created, why, and what each includes.
Complete the following chart:
17.7 - Progress so far
Explore the following progress report:
MDG Progress Report 2012
Answer the following in your wiki:
17.8 - Grading
What grades would you give each region, for each goal number? Create a table or chart that presents this information and your grade.
17.9 - What can you do
Explore the following site:
UN Cyber School Bus - MDG
List at least 7 things that young people can do today to achieve the Millennium Development Goals.
17.10 - In the News
Find a current news article that either proves that the world IS making progress towards the MD goals or IS NOT making progress towards the MD goals. Put a link to the article in your wiki. Then, write a brief (3-5 sentences) summary of the article underneath the link.
Article Resources list